Diverse assessment and active student engagement sustain deep learning: A comparative study of outcomes in two parallel introductory biochemistry courses

Abstract

Although there is increasing evidence for a relationship between courses that emphasize student engagement and achievement of student deep learning, there is a paucity of quantitative comparative studies in a biochemistry and molecular biology context. Here, we present a pedagogical study in two contrasting parallel biochemistry introductory courses to compare student surface and deep learning. Surface and deep learning were measured quantitatively by a study process questionnaire at the start and end of the semester, and qualitatively by questionnaires and interviews with students. In the traditional lecture/examination based course, there was a dramatic shift to surface learning approaches through the semester. In the course that emphasized student engagement and adopted multiple forms of assessment, a preference for deep learning was sustained with only a small reduction through the semester. Such evidence for the benefits of implementing student engagement and more diverse non-examination based assessment has important implications for the design, delivery, and renewal of introductory courses in biochemistry and molecular biology.

Confirmatory factor analysis of the Study Process Questionnaire in an Australian osteopathy student population

“…1 The SPQ was developed by Biggs et al 1 as a way evaluating student learning strategies, and using this information as part of a quality assurance program, identify students who may need assistance, and to evaluate innovations in teaching and assessment. 9 By way of example of evaluating teaching and assessment changes, Bevan et al 10 demonstrated that traditional lectures/examinations encouraged surface learning, whilst student-centered workshops/multiple examinations throughout a biochemistry subject encouraged deep learning. With regard to the health professions, there are numerous examples 3,[11][12][13][14][15][16] where the SPQ and it's more recent incarnation, the revised 2 factor version of the SPQ (R-SPQ-2F), 9 have been used.…”

Student-led collaborative learning enhances engagement in veterinary neurophysiology lectures

“…Importantly, enhancing student engagement facilitates diversity in understanding, which is an essential and practical step towards the innovation process and also creates a wide range of intellectual and practical skills among students. 10 Further, improving student engagement can augment the transition from surface learning to deep learning 11,14 (figure 2), which is also key to innovation and to professional success.…”

“…Lack of engagement can have direct consequences on students' learning as it always leads to superficial rather than deep learning. [14][15][16][17][18] Several approaches have been reported to improve student engagement in lecture sessions. [14][15][16][17][18] , among which were teacher qualities 6 ( Figure 3) and student factors, 12 ( Figure 4).…”

“…[14][15][16][17][18] Several approaches have been reported to improve student engagement in lecture sessions. [14][15][16][17][18] , among which were teacher qualities 6 ( Figure 3) and student factors, 12 ( Figure 4). A majority of the literature on improving student engagement recommends activities and teaching styles focused on exposure to real world events 19,20 ; for example, encouraging students to relate their lecture content to specific clinical conditions.…”

Effective Teaching for New Tertiary Students

“…The challenge for tertiary teaching is to establish deep learning with active learning activities such as group work, small group learning, peer-teaching, problem-based learning. Biggs (2003) as cited by Bevan, Chan & Tanner (2014) proposed 'such strategies require a shift of focus from the teacher to the learner, and are considered better suited to the increasing diversity of tertiary students ' (p.474). This describes ways in which learners collaborate reflectively to co-construct new understanding by engaging in open and critical discussion with teachers and their peers.…”